Norway to New Jersey for Lessons on PreK

September 2016

National Institute for Early Education Research Director Steve Barnett recently welcomed a delegation of education policymakers traveling from Oslo, Norway to observe high-quality preschool programs in Union City and New Brunswick, New Jersey.

The delegation, led by Oslo Vice Mayor for Education Tone Tellevik Dahl along with politicians from the Committee of Education and Culture in Oslo, toured the Eugenio Maria de Hostos Center for Early Childhood Education and Acelero Learning-Howard Center.

Norway is among the OECD countries with the highest share of public income spent on early childhood education and care, and public funding for the kindergarten sector has strongly increased over the past 15 years, enabling a rapid expansion of service provision. They face an increasingly diverse society and are looking to New Jersey for examples of quality preschool that responds to the needs of immigrant families and children.

In a discussion following their visits, Dr. Barnett compared early care and education in the US and Norway, focusing on New Jersey's uniquely effective program. While Norway spends about $15,000 per child and every child has a right to early care and education from age 1, the US spends much, much less and in only a few places has a right to education been acknowledged before the primary grades. In New Jersey, however, 31 cities with high concentrations of poverty offer every child a high-quality early education beginning at age 3 with spending levels much more like those in Norway and embracing a continuous improvement mindset--which is key to getting the desired quality, Dr.Barnett said..

The visit reflects Dr. Barnett's review of early education programs in Norway as part of an international Organization for Economic Co-operation and Development study. OECD uses its wealth of information on a broad range of topics to help governments foster prosperity and fight poverty through economic growth and financial stability, taking into account environmental implications and social development.

Ed-Talk: High Quality Pre-K: Taking the Road Less Travelled

September 2016

NIEER Director W. Steven Barnett Ph.D. is among the scholars discussing cutting-edge research in The American Educational Research Association (AERA) “Ed-Talk” series. The "Ed-Talks" headlined AERA Knowledge Forum events promoting open, in-depth discussion of research on education and learning. The videos are accompanied by research fact sheets developed by the scholars providing findings and cumulative research.

Quality Pre-K An Investment in Equality and Growth

August 2016
W. Steven Barnett

Over the last 25 years, hundreds of studies have produced evidence of the impacts of early education on learning and development.  Many of these have found long-term impacts on outcomes that include: achievement test scores, rates of special education and repeating grades because of failure, completion of secondary school and post-secondary education.  Long-term effects have been found for social development including reductions in classroom behavior problems, delinquency, and crime.  These developmental results translate into very long improvements: increased employment and earnings, decreased dependence on public welfare, decreases in risky behaviors like teen pregnancy, smoking and drug use, and improved mental health.

These improvements in development and adult success have implications for public expenditures resulting in cost savings in education, social services, the criminal justice system, and health care.  Of course, it is not just the government cost savings that are important, but the improvements in the quality of life.

Coaching Intervention for Kindergarten Teachers

September 2015

For a recent Rutgers GSE Brown Bag Lecture, three researchers from one of the GSE's special units, the National Institute for Early Education Research (NIEER), Alexandra Figueras-Daniel, Jorie Quinn, and Shannon Riley-Ayers presented their research on a proposed intervention for 17 volunteer kindergarten teachers to improve quality. In addition to coaching, the support included professional learning communities, model lessons, and lesson and room arrangement feedback. Significant gains were obtained on several items including seven that showed stronger support of dual language learners. Other areas that showed quality gains were Display of Child Product, Teacher-Child Language, and Integration and Breadth of Subjects. 

Click on 'Read the full article' to see a YouTube video of the presentation.

Highlights of the 2014 Nieer State of Preschool Yearbook: P-3 policy in context

September 2015
Center on Enhancing Early Learning Outcomes/National Institute for Early Education Research

Incorporating Language Into Early Math Instruction: Using Research-Based, Developmentally Appropriate Strategies and Activities

November 2014
Alissa Lange, Kimberly Brenneman, Jorie Quinn

This presentation from the NAEYC 2014 Annual Conference & Expo in Dallas, Texas, discusses the value of incorporating language - both teacher and student - in early mathematics learning experiences. 

Designing an Innovative Professional Development System to Support STEM Teaching for Dual Language Learners

July 2014
Kimberly Brenneman and Alissa A. Lange

Assistant Research Professors Kimberly Brenneman and Alissa A. Lange presented a poster on their SciMath-DLL project at the National Head Start Research Conference.

An Assessment Primer:  What is effective assessment in the early childhood classroom?  

April 2014

NIEER Research Professor Shannon Riley-Ayers presented at the San Antonio Association for the Education of Young Children (SAAEYC) on the question policymakers should ask regarding formative assessment. Dr. Riley-Ayers also discussed the Early Learning Scale, an assessment tool developed by NIEER and The Center: Resources for Teaching & Learning in conjunction with Lakeshore Learning.